Approaches and Strategies

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Approaches and strategies
DIFFERENTIATED INSTRUCTION
Differentiated instruction, according to Carol Ann
Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008,
p. 32), is the process of "ensuring that what a student
learns, how he or she learns it, and how the student
demonstrates what he or she has learned is a match for
that student's readiness level, interests, and preferred
mode of learning." Teachers can differentiate through four
ways: 1) through content, 2) process, 3) product, and 4)
learning environment based on the individual
learner.[4] Differentiation stems from beliefs about differences
among learners, how they learn, learning preferences, and
individual interests (Anderson, 2007).
CONTENT
The content of lessons may be differentiated based on what
students already know. The teacher may differentiate the content by
designing activities for groups of students that cover different areas
of Bloom's taxonomy. For example, students who are
unfamiliar with the concepts may be required to complete
tasks on the lower levels of Bloom's Taxonomy:
knowledge, comprehension, and application. Students
with partial mastery may be asked to complete tasks in
the application, analysis and evaluation areas, and
students who have high levels of mastery may be asked
to complete tasks in evaluation and synthesis.
PROCESS
The process of how the material in a lesson is learned may be
differentiated for students based on their learning styles, taking into
account what standards of performance are required for the age level.
"How" a teacher plans to deliver the instruction is

based on assessment results that show the needs,
learning styles, interests, and levels of prior
knowledge.
PRODUCT
The product is essentially what the student produces at the
end of the lesson to demonstrate the mastery of the
content: tests, evaluations, projects, reports, or other activities.
Based on students' skill levels and educational standards,
teachers may assign students to complete activities that
demonstrate mastery of an educational concept (writing a
report), or in a method the student prefers (composing an
original song about the content, or building a 3-dimensional
object that explains mastery of concepts in the lesson or unit).
The product is an integral component of the differentiated model,
as preparation of the assessments determines both the what'
and how' of instruction delivery.
LEARNING
ENVIRONMENT
Differentiating through the environment is important as it creates the conditions for
optimal learning to take place. According to Tomlinson (2003), Environment will
support or deter the student's quest for affirmation, contribution, power, purpose, and
challenge in the classroom. The learning environment includes the physical layout of
the classroom, the way that the teacher uses the space, environmental elements and
sensitivities including lighting, as well as the overall atmosphere of the
classroom. The teacher's goal is to create an environment that is positive,
structured, and supportive for each student.
They should employ classroom management techniques

that support a safe and supportive learning environment.
TEACHING SCIENCE CONTENT
THROUGH
EXPLICIT INSTRUCTION
UNDERSTANDING CHECK:
1. Explicit instruction is
learner centered.
2.Explicit instruction is
lecture based
method.
3.Pacing is very
important in explicit
instruction.
4.Explicit instruction is
only for the small
group.
LETS DEFINE EXPLICIT INSTRUCTION
Explicit instruction is a multi- step

approach that includes orientation,
presentation, highly structured
practice, guided practice and
independent practice.
It is active teaching that is direct,

systematic and sequential.
What is DIRECT INSTRUCTION?
It is instruction in which the

teacher clearly, overtly, and
thoroughly communicates to the
learners how to do something.
Working with young students, the

teacher may use a model, lead,
and test approach.
What does it mean to be SYSTEMATIC?
Systematic instruction is
comprehensive in that it contains
appropriate activities from all
essential components of
instruction.
It is aligned across grade levels.
Each grade level builds necessary
skills and competencies for the
next.
Is it SEQUENTIAL?
It follows a sequence of instruction:
Teach pre- skills first.
Teach high utility skills before less useful
ones.
Introduce easy skill before difficult ones.
Separate strategies and skills likely to be
confused.
Introduce new information at a realistic
state.
Provide adequate practice and review.
STRUCTURE OF EXPLICIT INSTRUCTION
Opening of the Explicit Lesson
Gain students attention
Preview
Review
Body of the Explicit Lesson

Modelling (I do it.)
Prompted or guided practice (We do it.)
Unprompted practice (You do it.)
Closing of the Explicit Lesson

Review
Preview
Assign independent work
STRUCTURE OF EXPLICIT INSTRUCTION
I DO: Explain, model, think-aloud
WE DO: Student engagement

Practice
Immediate corrective feedback
small, flexible group instruction
They Do: Students Collaborate to gain a

deeper understanding of the
concepts- Student Accountable Talk
YOU DO: Independent application
Instructional Plan using Explicit Instruction
I. Objectives:
II. Subject Matter:
A. Concept:
B. Materials:
C. References:
D. Process Skills:
E. Values Integration
III. Learning Task:
1. Introduction /Direct explanation
2. Modeling
3. Guided Practice
4. Independent Practice
5. Application
IV. Evaluation
V. Assignment
TEACHING SCIENCE
THROUGH INQUIRY
All the world is a laboratory to the
inquiring mind.
-Martin H. Fischer
FACT OR BLUFF?
FACT OR BLUFF
Teachers must always apply the scientific

method in order to make their lessons
inquiry-based.
FACT OR BLUFF
Inquiry-based instruction must make the

learners generate and pursue their own
questions.
FACT OR BLUFF
As long as there are hands-on activities

in a science class, there is inquiry-based
learning.
FACT OR BLUFF
Evidence is important when doing

inquiry.
FACT OR BLUFF
Inquiry is only for high achieving

learners.
DOMINANT ACTIVITIES IN AN INQUIRY-BASED CLASSROOM
Questioning
Investigating
Using evidences to describe, explain
and predict
Connecting evidences to knowledge
Sharing of findings
WHAT IS 5E
LEARNING MODEL?
5E LEARNING MODEL
5E LEARNING MODEL
1. ENGAGE
Focus attention
and stimulate
interest
5E LEARNING MODEL
WAYS:
Generate interest
Access prior knowledge
Connect to past knowledge
Set parameters of the focus
Frame the idea
5E LEARNING MODEL
2. EXPLORE
Investigate and
collect information
5E LEARNING MODEL
WAYS:
Experience key concepts
Discover new skills
Probe, inquire, and question
experiences
Examine their thinking
Establish relationships and
understanding
5E LEARNING MODEL
3. EXPLAIN
Explain the
understanding of
concepts and
processes; new
concepts or skills
are introduced
5E LEARNING MODEL
WAYS:
Connect prior knowledge and
background to new discoveries
Communicate new understandings
Connect informal language to formal
language
5E LEARNING MODEL
4. ELABORATE
Expands and
solidifies thinking
often through
application to a
real word
problem
5E LEARNING MODEL
WAYS:
Apply new learning to a new or
similar situation
Extend and explain concept being
explored
Communicate new understanding
with formal language
5E LEARNING MODEL
5. EVALUATE
Assessment of
understanding
5E LEARNING MODEL
WAYS:
Assess understanding (self, peer and
teacher evaluation)
Demonstrate understanding of new
concept by observation or open
ended response
Apply within problem situation
Show evidence of accomplishment
MODELLING
ENGAGE
Have you experienced an
earthquake? Describe the
shaking of the earth
during an earthquake?
How did you feel about it?
EXPLORE
Tasks:
Group 1: Precautionary measures that
should be done before an earthquake.

should be done during an earthquake.

should be done after an earthquake.
Justify the importance of
observing the precautionary
measures using the template
below:
Precautionary Measures Why important?
EXPLAIN
Let each group share their
outputs with the large group.
They should be able to act out

the listed precautionary
measures.
ELABORATE
WHAT TO DO BEFORE,
DURING AND AFTER AN
EARTHQUAKE?
Situation: You and your
friends are inside the
gymnasium. Suddenly,
you feel the ground
shaking. What will you
do? DEPARTMENT OF EDUCATION
EVALUATE
Act out the precautionary measures that
a person should do in the following
situations:
You are inside the library and an
earthquake occurred. What will
you do?
You are in the quadrangle.
Suddenly, you feel the ground
shaking. What will you do?
POINTS TO CONSIDER:
1. Were the learners engaged in
scientifically oriented questions?
2. Were the learners provided opportunity
to prioritize evidence?
3. Were the learners given the time to
formulate their explanations?
4. Were the learners provided the means to
evaluate their explanations in the light of
alternative explanations?
5. Were the learners asked to communicate
and justify their proposed explanations?
COMPARISON BETWEEN THE 5E LEARNING MODEL AND PART IV:
PROCEDURES OF THE DLL
Part IV: Procedures 5E Learning
Model
A. Reviewing previous lesson or presenting the new lesson. Engage
B. Establishing a purpose for the lesson. Engage
C. Presenting examples/ instances of the new lesson. Engage
D. Discussing new concepts and practicing new skill #1. Explore
E. Discussing new concepts and practicing new skill #2. Explore
F. Developing mastery. Explain
G. Finding practical applications of concepts and skills in daily Elaborate
living.
H. Making generalizations and abstractions about the lesson. Elaborate
I. Evaluating learning. Evaluate

J. Additional activities for application and remediation. Elaborate
People learn best not by being told, but
by experiencing the consequences of
their own thoughts and actions.
-Training House, New Jersey
UNDERSTANDING
PROBLEM-BASED LEARNING
(PBL) IN TEACHING SCIENCE
K to 12 Curriculum vs. Traditional Curriculum
The Science K to 12 The Traditional
Curriculum Curriculum
Student-centered Teacher-centered
Integrated Discipline-Based
Inquiry-based Book-based
Community/culture Limited to a specific
-based set up
Problem-based Information
gathering
The Teachers Roles
Serves as facilitator
Models thinking and problem-solving strategies
effectively
Structures meaningful tasks
Works with students to frame worthwhile questions
Manages the structure of multiple day-to-day
activities to produce high quality outcomes
Teaches students to set goals
The Learners Roles
Set goals
Explore and ask questions
Work well with peers
Stay accountable to self, peers, and
teacher for project outcomes
Advantages of PBL
Teaching-learning is more enjoyable

for both teachers and learners
Learning environment is more
stimulating
Self directed learning skills are
enhanced and retained
Advantages of PBL
Promotes deeper rather than

superficial learning
Promotes interaction between the
teacher and learners and learners
among themselves
Improves motivation to learn
Disadvantages of PBL
Demands time
Sometimes stressful for learners
and teachers
Learners acquire less knowledge of
basic Sciences
Maybe difficult to implement when
class sizes are large
Direction: Through the given table, classify each one as to
vertebrate and invertebrate, body covering and as to what
kind of group of vertebrate or invertebrate it is.
ANIMALS CLASSIFICATION BODY COVERING GROUP
1. Lizard
2. Starfish
3. Spider
4. Yellow fin
tuna
5. sponge
6. eagle
Your class has just been contacted by an
individual in your locality who will put up a zoo.
You have been notified that within four weeks
they will receive a shipment of different animals
belonging to different groups. The zoo has limited
space, but because of their contract, the owner
must accept all of the animals.
You have been asked by the zoo owner to help
determine the kind of environment that these
animals must have and what to do with these
animals to protect and take care of them. The zoo
owner would like to have your recommendations
within two weeks. How would you help them plan
the set-up of the zoo to be built in order to protect
these animals?
APPLICATION:
Compose a short
song/jingle which
tells ways on how to
protect animals
MRS. CECILIA AE TUSING
Former EPS in Music,
Composer of Batangas Hymn
APPLICATION:
Make a poster telling

about protection of
animals
MR. LINO ACASIO
Visual Artist
APPLICATION:
Write a poem about

ways on how we will
protect the animals
around us.
MR. LINO ACASIO
Visual Artist
OSCAR S. MANALO SR.
Former SDS of Batangas
Lyricist of Batangas
Hymn/Poet
EVALUATION
A father left 17 camels, as the inheritance to his
three sons. When the father passed away, his sons
opened up the Will.
The Will stated that the eldest should get half of the
17 camels while the middle son should get one-third
of the 17 and the youngest son should get one-ninth
of the 17 camels.
As it is not possible to divide 17 into half or 17 by 3
or 17 by 9, the three sons started to quarrel with
each other.
So, the three sons decided to go to a wise woman.
The wise woman listened patiently about the Will.
The wise woman, after giving some thought, brought
one camel of her own and added the same to the 17
camels. That increased the total to 18 camels.
Now, she started reading the deceased fathers will.
Half of 18 = 9. So she gave the eldest son 9 camels
1/3rd of 18 = 6. So she gave the middle son 6 camels
1/9th of 18 = 2. So she gave the youngest son 2
camels
Now add this up: 9 plus 6 plus 2 is 17, and this left
one camel, which the wise woman took away.
Lesson : The attitude of negotiation and
problem solving is to find a possible solution
and being open to ideas, here the 18th camel is
the idea! But we need to believe first that
there are solutions to every problem.

Approaches and Strategies

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Approaches and Strategies

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SESSION BREAK:

Find a third word that is connected or associated

"How" a teacher plans to deliver the instruction is

They should employ classroom management techniques

Explicit instruction is a multi- step

It is active teaching that is direct,

It is instruction in which the

Working with young students, the

Body of the Explicit Lesson

Closing of the Explicit Lesson

WE DO: Student engagement

They Do: Students Collaborate to gain a

Teachers must always apply the scientific

Inquiry-based instruction must make the

As long as there are hands-on activities

Evidence is important when doing

Inquiry is only for high achieving

Group 2: Precautionary measures that

Group 3: Precautionary measures that

They should be able to act out

I. Evaluating learning. Evaluate

Teaching-learning is more enjoyable

Promotes deeper rather than

Make a poster telling

Write a poem about

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